Nursing informatics in undergraduate nursing education in Australia before COVID-19: A scoping review

BackgroundTechnology can support transformational outcomes of high quality and evidenced-based care and education. Embedding nursing informatics into the undergraduate nursing curriculum enhances nursing students’ digital health literacy, whilst preparing them to use health information systems and technological innovations to support their learning both at university and in the clinical environment.AimThis scoping review aimed to provide an overview of the published literature on how nursing informatics was embedded and integrated into the undergraduate nursing curriculum in Australia before coronavirus disease (COVID-19).MethodologyA scoping review approach guided this study using the Levac, Colquhoun, and O'Brien framework, and the following databases were searched: CINAHL Plus, EMCARE, MEDLINE Ovid, Scopus, ERIC ProQuest, and Web of Science. A total of 26 articles were included: Five quantitative studies, eight qualitative studies and 13 mixed-methods studies.FindingsFew studies focused on the concept of nursing informatics itself, and only two studies described the process of developing curricula that contain nursing informatics competencies and their implementation: the educational scaffolding and modular development approach and a Community of Inquiry Framework (COI). Most studies centred on nursing informatics tools to facilitate teaching and learning in classrooms and skills laboratories. The reported pedagogical strategies were online learning, blended learning, and technology-enabled simulations. Hindrances to nursing informatics being integrated into undergraduate curricula were disparities of the informatics content, a lack of guidelines and/or frameworks, and poor digital literacy.ConclusionThis study provided a baseline perspective of how nursing informatics was embedded and integrated into nursing education in Australia before COVID-19. Overwhelmingly, the focus of research to date was found to be mainly on the utilisation of technological tools to support learning and teaching.     

Life and career pathways of deans in nursing programs

The purpose of this study was to describe deans' perspectives on the life and career relationships and experiences that were significant to them and that influenced them in the assumption of the dean's position. A developmental model guided this inquiry and was used to explain the development of these women's personal and professional identities. The study design was naturalistic. Data was collected by survey, life history interviews, and through document search of curriculum vitae. Field notes were recorded throughout the data collection period. Data were analyzed using Spradley's ethnographic analysis techniques consisting of domains, taxonomies, components, and themes. The study yielded the following themes: (1) a pattern of strong valuing by the participants of education and achievement; (2) a pattern of female relationships that provided the deans with role modeling of important leadership behaviors, support, encouragement, and information for making educational and career choices; (3) a pattern of early leadership behavior that included an enjoyment of, or a desire to be in charge. The conclusions of the study were: (1) the Erikson, Levinson Morgan, and Farber models were useful frameworks in studying these deans' life and career pathways; (2) people and relationships played an important role in the lives and the careers of the women studied; (3) the deans' early socialization experiences and relationships contributed to the development of leadership behaviors and positive ego development; (4) Through early family and educational experiences and relationships, the participants in this study developed strong values related to the importance of achievement and education.     

Critical care nursing education and practice in Canada and Australia: a comparative review

Critical care nursing is an area of policy concern with respect to staffing projections, skill mix and educational preparation in both Canada and Australia. Despite many similarities between the health systems of these two countries, differences exist in both undergraduate and graduate specialty nursing education. In Australia, specialist education is primarily delivered via the tertiary sector as a formalised qualification, whereas the current Canadian model displays significant variation in duration, content, and mode of delivery. This paper provides a comparative perspective on the educational preparation of critical care nurses in these two countries. Consideration of alternative models of specialty nursing education may provide a method to improve recruitment and retention of staff while maintaining quality of care.     

Constructing career pathways in nursing: some issues for research and policy

Nurses currently construct careers in a climate of continuing occupational and organizational change. A longitudinal project is in progress which is documenting the post-qualification histories of a cohort of registered general nurses, and studying the extent to which their careers represent occupational choice, a response to organizational constraints, or a combination of both. Three elements comprise the core of the research: questions which provide information on the cohort's career plans, charts which document their career histories and questions which explore the relationship between the two. The basis of the design is the first element, and this paper focuses on the problems encountered in designing the questions and routeing structures which enabled all cohort members to describe their plans for the future.
The importance of extensive pilot work is demonstrated in the development of options tailored for each potential career pathway and to allow expressions of uncertainty to emerge at points when appropriate to respondents. Of the 1164 members of the cohort, 1015 returned the questionnaire; a response rate of 87%. Findings are presented on the cohort's plans at qualification. The majority of respondents (86%) saw themselves as remaining in nursing and in clinical practice in the early post-qualification period. Eighteen per cent said they intended to practise abroad at some point, 30% foresaw a likelihood of working in the private sector, 59% wanted to take one or more English National Board courses and 42% expressed interest in obtaining an undergraduate or postgraduate degree.     

Practice nursing in rural Australia

Rural Australia faces unique issues in workforce management and health care delivery. This paper provides an integrated review of the existing literature describing the work of practice nurses in rural Australia and the perceptions of consumers. Distinct differences are evident in the role of the practice nurse between rural and metropolitan practices. A key difference is that the rural practice nurse is known within the community and plays an important role in care coordination. Findings from two studies of consumer perceptions of the role of PN in rural areas suggest that the more remotely located the consumer, the greater is their perception that the nurse works under the direct supervision of the doctor. Currently, remotely located residents do not support an expanded autonomous role for the nurse. Greater research is required to develop the role of the practice nurse in rural Australia.     

微认证在护理领域中的应用进展

随着互联网数字化技术的发展,微认证作为一种能力本位、结果导向的补充认证模式,可以促进护理特定专业能力灵活认证和证书流通,弥补传统教育认证模式难以满足现代护理专业持续变革的需求。该文对微认证的发展背景以及其在护理领域的应用现状进行综述,分析微认证运用于护理领域的趋势和方向,以期为推动微认证在护理领域的应用及发展提供参考。     

A review of empathy education in nursing

BRUNERO S, LAMONT S and COATES M. Nursing Inquiry 2010; 17 : 65–74
A review of empathy education in nursing
The ability for nurse educators to improve the empathy skill set of nurses has been the subject of several studies with varied outcomes. The aim of this paper is to review the evidence for empathy education programmes in nursing and make recommendations for future nurse education. A review of CINAHL, Medline, Psych Info and Google Scholar was undertaken using the keywords empathy, person centredness, patient centredness, client centredness, education and nursing. The studies included were required to have measured the effectiveness of empathy training in postgraduate and or undergraduate nurses. The included studies incorporated both qualitative and quantitative methods and were published in peer-reviewed journals. Studies were ranked for level of evidence according to The Joanna Briggs Institute criteria. Seventeen studies from the literature review were found that met the inclusion criteria. Of the 17 studies, 11 reported statistically significant improvements in empathy scores versus six studies that did not. Several variables may affect empathy education that need to be accounted in future studies such as; gender, cultural values and clinical speciality experience. Models of education that show most promise are those that use experiential styles of learning. The studies reviewed demonstrated that it is possible to increase nurses' empathic ability.     

Technological literacy in nursing education: A scoping review

BackgroundNurses are the key professionals in the introduction, implementation, and use of technology in clinical practice. A lack of technical expertise and technological understanding poses a challenge to the quality of health services and possibly to the safety, dignity, and quality of life of patients. Therefore, possessing technological literacy upon completing nursing baccalaureate studies is essential. However, no previous scoping review has mapped the existing studies of technological literacy in nursing education.ObjectivesTo map and assess the published studies on technological literacy in nursing education and to identify how educational institutions operationalize, teach, measure, and maintain students' technological literacy throughout their educational programs.DesignA scoping review was conducted using the methodological framework of Arksey and O'Malley. The reporting was guided by the PRISMA extension for Scoping Reviews.MethodsA comprehensive systematic search of the MEDLINE, EMBASE, PsycINFO, ERIC, and CINAHL was performed for studies published from January 2008 through March 2020. Two authors independently assessed eligibility and extracted data. The reference lists of the included studies were also examined.ResultsThe review included 28 papers from 27 studies. Three thematic groupings with their respective subgroups were identified among the included papers: 1) the acquisition (simulated electronic documentation, diversified learning methods, and evaluation learning focus), 2) the measurement (digital/computer literacy/competence, nursing informatics competence, technology acceptance, and students' interests and preferences in technology), and 3) the maintenance (follow-up evaluation) of technological knowledge and skills.ConclusionsPedagogical models designed to teach an entire process for the acquisition, measurement, and maintenance of technological literacy are lacking. Studies are needed that bring technological competencies to a higher level, including problem-solving and critical thinking. Educators' competencies should be enhanced. Educational institutions need to ensure the readiness of future nurses for a technology-enriched environment by providing the necessary knowledge in technological literacy.“Tweetable abstract”Due to the importance of technological literacy to the nursing profession, educational institutions must ensure that it is taught to nursing students.     

General practice nursing education in Australia

The quality of care delivered by nurses working in Australian general practices rests on a strong foundation of nursing educatlon and training. A national study of nurses working in general practice was conducted using qualitative and quantitative research techniques to explore their role and educational needs. Results from this research suggest that education for general practice nurses is seen by nurses and General Practitioners to be largely non-formal in nature and is seen by GPs and nurses to be tailored towards general practice nursing needs. Such education is often available locally through general practice support organisations; is strongly focused on National Health Priority Areas and clinical care; and is more appropriate for registered rather than enrolled nurses. The educational opportunities currently available to support nursing in general practice are largely ad hoc and vary in relation to quality, appropriateness and accessibility. Nurses working in general practices in Australia need a system of ongoing training and education to support their responsibilities and foster the development of the position as a viable career option for nurses.     

Ageism in nursing education: A review of the literature

This literature review defines ageism, discusses attitudes of ageism and factors related to attitudes of ageism among nurses and student nurses, and describes educational interventions aimed at addressing ageism among undergraduate nursing students. A major gap in the literature was identified as no studies included associate degree nursing students or students in Registered Nurse to Bachelor of Science in Nursing bridge programs. Nurse educators can use evidence to address ageism in programs of nursing. Additional research is needed in underrepresented populations.     

Incivility in nursing education: A review of the literature

This literature review defines incivility in nursing, describes different methodologies used to study incivility in nursing, synthesizes perceptions of uncivil behaviors in nursing students and faculty, and discusses gaps in the literature and needs for future research. Nurse educators' awareness of incivility in nursing education and the need for additional research will aid in curtailing the problem of incivility in nursing education.     

我国与澳大利亚护理教育比较

随着社会和现代科技的发展、全球化进程的加快,社会对护士的要求也发生了改变,仅具有扎实的护理专业知识及技能已不能满足社会需求,护士还需具有广博的人文、社会学科知识,具备人际沟通、思维分析、管理组织等能力[1]。如何提高护理人员综合素质,使护理人员能更好地履行自己的职责,护理教育是重要保证。作者于2006年8月—10月在澳大利亚新南威尔市州(New South Wales state)的College of Nursing进行护理培训,两个多月的学习和交流,深刻感受到两国护理教育存在一定的差异。现介绍如下。1教育层次澳大利亚与我国护理教育都具有层次多、形式…     

我国与澳大利亚护理教育比较

随着社会和现代科技的发展、全球化进程的加快，社会对护士的要求也发生了改变，仅具有扎实的护理专业知识及技能已不能满足社会需求，护士还需具有广博的人文、社会学科知识，具备人际沟通、思维分析、管理组织等能力^[1]。如何提高护理人员综合素质，使护理人员能更好地履行自己的职责，护理教育是重要保证。[第一段]     

Simulation in associate degree nursing education: A literature review

The use of simulation in nursing education is increasing in scope and popularity. Many undergraduate nursing programs have adopted high-fidelity patient simulation as an educational tool. The effect of simulation on teaching and learning is the focus of current research. The aim of this literature review is to synthesize the research findings evaluating simulation specifically in associate degree nursing education. The results of the review identified the following themes: critical thinking, clinical skill performance, knowledge acquisition, student satisfaction, self-confidence, and anxiety. Gaps in the literature are highlighted, implications for nursing education are explored, and recommendations for further research are provided.     

A review of mentoring in education: some lessons for nursing

The mentoring relationship has been described as an invaluable learning activity for beginners as well as experienced practitioners such as teachers, administrators, nurses, managers, and other professionals. In an attempt to identify key outcomes of mentoring for the parties concerned, this paper examined some of the salient research literature on mentoring taken from the discipline of education. We drew upon the findings of a structured review, in which 159 pieces of empirical literature on mentoring in educational settings was examined. This paper reviews the positive and negative outcomes of mentoring for the mentor and protégé/mentee. Discussion of the findings as well as some important implications for those charged with planning mentoring programs in nursing are outlined.     

The use of photovoice in nursing education: A scoping review

Given the variety of uses of photovoice in nursing education, the importance of clarifying and describing this method is apparent. This scoping review aimed to explore the evidence on the use of photovoice in nursing education, describe the state of knowledge in this area, and identify knowledge gaps within the existing literature. A comprehensive search was performed in seven databases including MEDLINE, CINAHL, Embase, and Education Full Text. Three gray literature databases (ProQuest Dissertations and Theses Global database, EThOS, and PapersFirst) were also searched. This scoping review was conducted with reference to the JBI scoping review guidelines and reported using the PRISMA-ScR statement. A total of 22 studies published between 2001 and 2022 were included in this scoping review. The findings indicate that photovoice is used globally in nursing education to teach in various courses and content areas within online, hybrid, and in-person environments. Despite the heterogeneity within the definition of photovoice and associated pedagogical strategies, the results of this scoping review suggest that photovoice can serve as an educational tool for nursing students.